Abstract

This project stemmed from a need to improve understanding of the transition from school to university music and other related subjects. Students now come from a wide range of backgrounds and university staff need to understand these more comprehensively in order to manage transition more effectively. The project examined how curricula can build upon the strengths of students and how to avoid the (negative) view that it is necessary to begin an undergraduate course with essentially remedial work. It has the support of the subject centre for performing arts (PALATINE), the music subject association (NAMHE), and the Society for Music Analysis (SMA).